LOS ANGELES (CNS) — Striving to provide consistency in operating requirements for charter schools, the Los Angeles Unified School District board has approved a list of policies applying to all charters in the district, covering issues such as student discipline and handling of student records.

The vote on Tuesday, April 3, “represents a step forward in the relationship between L.A. Unified and our charter school community,” LAUSD Interim Superintendent Vivian Ekchian said. “We are building bridges toward our shared goal of making sure that all students in our district reach their full potential.

“This standardized policy document for independent charters also provides consistent, effective and high-quality oversight that supports the district’s Kids First agenda,” she said.

The Board of Education in November indicated that it would be developing specific district policies by which charters would be expected to operate. The list of policies adopted Tuesday was developed in the ensuing months in conjunction with charter school operators.

The document includes policies governing administrative procedures used to authorize charter schools, guidelines for transferring student records between district schools and charters, requirements for developing curriculum for English-learner students, adherence to LAUSD student-discipline policies and procedures for handling special-education students. Cassy Horton, a local managing director of the California Charter Schools Association — which represents all but one of the district’s 224 charter schools — called the policy document a “win-win” for students and charters.

“This recommendation defines, for the first time, the list of policies that L.A. Unified expects its charter schools to comply with, and creates a process for board approval of the district’s main policy document for independent charter public schools,” Horton said.

“These updates create a more transparent, consistent authorizing environment, which improves accountability and allows educators and district staff to focus more time and resources on student outcomes.”